1. Tallying, scoring and self-corrections
Tally within the count column
Put MSV in the information used column for errors
Put MSV in BOTH information used columns for self-corrections.
Remember to make a note of how the reading sounds.

2. 3 Levels of Analysis Accuracy Rate (to help instruction)
Analysis of errors and self corrections (evidence of problem-solving)
Summary of how the student worked on the text – the reading behaviours. What was the literacy processing like?

3. First Level of Analysis
Calculating error rate, accuracy & self-correction rates
Self-correction changes over time - becomes covert and silent.
s-c rates of 1:1 to 1:4 on Instructional level texts indicate a child is noticing & solving many challenges while reading for meaning
A pattern of s-c rates less than 1:5 may indicate the child is not using information effectively to detect errors and/or searching to solve errors.

4. Second Level of Analysis
What are the errors and self corrections telling me about the sources of information the student is using to problem solve as they read the text?
What sources might possibly be neglected?
Running Records show us what the reader already knows, what the reader attended to, and what the reader overlooked.

5. Analysing Running Records
Meaning:
Is the error meaningful?
Does it belong in this story?
Has the picture given a clue?
Is the child applying his knowledge of the world?
Does it make sense?

6. Analysing Running Records
Structure:
Is what was said possible in English/can we say it that way?
Has his oral language influenced his response?
Does it sound right?

7. Analysing Running Records
Visual information:
Has he used information from the letters and words in the text?
Does the word look like the word he said?

8. Third Level of Analysis
What behaviours did you observe?
Is there a pattern to the behaviour?
What might the behaviour tell you about the child’s processing system?

9. Observation Survey Summary Sheet
A summary of the observation survey results.
An analysis of the strategies used by the child.

10. Side One:
Transfer the detail of the running records obtained at three levels and the analysis of information used and information neglected.
Summarise the task results/data.

11. Side Two
Complete each section under useful and problem strategies on text, on words and on letters.
Write a brief final summary statement of the survey results (p.132).

12. The Summary Statement:
Written in a positive light.
Five main parts.

13. 1. Text level
The first sentence/comment is about the instructional text level. E.g. “Sally is reading at instructional book level 3.

14. 2. Behaviours What control of reading behaviours does the child show?
E.g. “She shows control over early reading behaviours such as 1-1 matching, left to right directionality, and the ability to locate some known and unknown words on text.”

15. 3. Sources of information used and neglected.
What sources of information does the evidence show the child uses or does not use? I.E What is she good at, not good at? What is she helped by and hindered by?
E.g. “Sally appears to be predominantly led by meaningful information and some structural information. However, she often appears to completely neglect visual information at the point of error.”

16. 4. Strategic behaviour used to problem solve on text.
Third level of analysis: The behaviours that show how the child is processing the text.
E.g. “Sally reads slowly and deliberately. Sally appears to be able to monitor her reading using meaning and will stop to cross-check with visual information, however there is limited repetition and minimal self-correction as Sally does not appear to be able to independently search further to determine the precise message of the print.”

17. 5. Comment on writing
How does the child use the information from the print?
E.g. “Although Sally has some letter confusions when reading, she can recognise and write some words in every detail. Sally is also able to analyse the sounds in words, hearing and recording the sounds in sequence. This appears to be a strength when writing.

18. Your tasks
Finish any testing to ensure you have two full observation survey’s completed on two children.
Begin writing the Observation Survey Summary double sided page for each student
TIP: To minimise confusion, complete one before beginning the second one.

19. Please contact me if you need any clarification.
There are no stupid questions!
Maxine Foley
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